Cultural Competency

Cultural Competency

Dr Kuni Jenkins

Te Whare Wananga o Awanuiarangi

Aim for teachers in New Zealand to understand the culture and how to teach cultural perspective.

Evidence of Māori attitudes, aptitudes and participation and performance in the early years based on expectations of what they saw happening in school.

Te Hāpai Ō has been significant in programme in producing competent mentors called Pou Tautoko (name of the mentor) and beginning teachers called Pia (Beginning teacher).  Available to all schools in Aotearoa.  Unfortunately the programme is gathering dust.  

Found there is a gap in the teaching sector to provide a cultural teaching teachers programme.  Why?  To address the threatened indigenous heritage language of Aotearoa through the cultural contexts.  

NZCER found that there was facing imminent death.  12 August 1816 was the first school in Aotearoa.  

First book He Korao no Niu Zealand

Ruatara...Sailed to visit the King.

Around the second World War, things started becoming resistant and Māori was not being taught so much.  Te Rangihiroa?? Yale

Mentor programme allows teachers to demonstrate that they can teach Māori in New Zealand schools.

Whanaungatanga...to gather in collaborative, supportive and effective relationships.

Manaakitanga...to develop a spirit of caring and sharing where the idea of reciprocity becomes a firmly rooted practice.

Kaitiakitanga...to use culturally responsive strategies to embrace and protect what are respected taonga.

Rangatiratanga...to recognise the leadership attributes of a person.

Wairuatanga... to place a ethical responsibility on a person in the way they engage with others.

Kōtahitanga...to focus on the unity of purpose to achieve.

Mātauranga...to ensure the acquisition of knowledge and intellectualism.

Te Tataiako...

Education should prepare you for a successful adult life.  

Respect and Mana of each child.

Coaching

Coaching

Getting the Best out of Others

Roger Harnett

The Education Group

These are my notes from this workshop so may not make sense to everybody.  

Difference between Mentoring and Coaching-

What I see I forget.what I see I remember, what I do understand...Confuscious

Self Responsibility-For learning, appraisal...become powerful.  '...no evidence that telling teachers what to do made much of a difference." Helen Timperley (2015)

'No one can make..." Dylan William (2016)  Leadership (for) Teacher Learning

Coaching is a way of helping people learn. 

Training Components/

Theory +, Skills attained/10-20%, Transfer of skills .5-10

Demonstration 30-35 5-10

Practise 60-7- 5-10

Feedback 70-80-10-20

Coaching 80-90 80-90

What is coaching?

Discussion: what is the difference between coaching and mentoring?

Mentoring is encouraging and guiding, got the basis of the skill and is being developed, advice, guidance, support, modelling, affirmation, reflection, 

Coaching is affecting change, person being coached is learning skills, goals driven, 

Is a continuim.  

Directive                  Non Directive

Mentoring                  Coaching

Forming                    Discovery

Instructing           Listening to Understand

Giving Advice            Ask questions

Tell                              Clarify

Provide guidance       Empathise

Inform

Share opinions

Hierachical stuff can get int he way of coaching.  

A mentor is a more experienced individual, willing  D. Clutterbuck 1992

Coaching is more bout asking, mentoring is more about telling.  Is not problem focussed and we don't ask why.

Key outcomes out of coaching=awareness, responsibility.

What makes a good coach?

Listening, questioning, responsive rather than reactive, respectful, encouraging, clear, reflective, purposeful, non judgemental, relationships, 

8 key skills in coaching

1. Developing trust

2. Being present

3. Listening actively

4. Clarifying

5. Empathising

6. Being succinct

7. Asking the best questions

8. Giving feedback

Coaching is essentially a conversation, about learning, about asking the right questions and providing feedback.

Prior to observations, discuss and have a focus.  Observe around that aspect and post observation discussion.  PRT situation mentoring, issues around performance is mentoring. 

Does not say you have to be an expert or know more. 

Coachee speaks more.  Is not about the coach. 

Something you ave been putting off...

GROWTH Model-

Your own insight is much more powerful than my advice.  

Who am I being that the eyes of my children are not shining?  Awaken the possibility of others.

Associate Teacher Workshop

Associate Teacher Workshop

8 June 2016

Sharon Feiman-Nemser

Degrees

Columbia University, Ed.D.
University of Chicago, M.A.
University of Michigan, B.A.

Expertise

Jewish education; curriculum and pedagogy in teacher education; learning to teach; mentoring and new teacher induction; professional development of teachers.

Last week, UC held a workshop for Associate and Mentor teachers.  It was a mix of people with the majority being from Early Childhood, some Primary and one or two Secondary.

Sharon started by sharing a story and Kathy and Debbie.  Kathy was the classroom teacher and Debbie was her student teacher.  Kathy was struggling with handing over her class to Debbie for a range of reasons.  From this discussion with Sharon, an inquiry which led to reinvent and reimagine student teaching took place.  The role of all involved was re thought.  Large-scale changes came about it in Michigan teacher education.

The problem with the system prior to this inquiry, was that it asked the most experienced teacher to step aside for the least experienced. Teachers had a certain mindset about what their role actually was.  We discussed where this perception comes from?

When thinking about Kathy's case prior and post inquiry, thinking about the role of an associate teacher or mentor looked like this:

Before:  Institution & own experiences and expectations. 

After:   Teach together, learn from each other, approach children together, have many conversations about the why.  Model and explain pedagogy.

Kathy's thinking turned from seeing the students as hers, to ours,  This led to a more collaborative relationship with the focus being on the children.

'All I see are the actions so I need to break these down and see what the thinking is around this is.'

Checking out ideas from within the group.

We need to learn how to talk about teaching in ways that are not judgmental.

We looked at the need to find more precise and descriptive language for when we discuss what we do.  Never assume people know why we are doing what we do when in the classroom.  

We listed ways we can do this:

OBSERVE RESPOND REVISIT BUILD AND MAINTAIN RELATIONSHIPS BE AWARE OF ALL CHILDREN AND THEIR NEEDS UNDERSTAND CURRENT TEACHING PEDAGOGY QUESTION BE DESCRIPTIVE CONSISTENCY BE VISIBLE BE PRESENT

Although this course was designed for associate and mentor teachers, I think there are elements and ideas that we can all benefit from and help to improve our own effectiveness and that of those around us.  

Lee-Anne, Sharon and Samantha...what a great sport stopping for a selfie.

Teaching is relational.